Download Math For All: Differentiating Instruction, Grades K-2 by Linda Dacey, Rebeka Eston Salemi PDF

By Linda Dacey, Rebeka Eston Salemi

During this two-book sequence, academics will locate strong options for adapting mathematical classes and projects to deal with the wide variety of talents, pursuits, and studying varieties of the scholars of their study rooms. every one ebook during this research-based sequence includes a wealth of actions adapted to its specific K-2 or 3-5 grade span. The authors offer quite a few differentiated projects prepared for school room implementation, in addition to advice in dealing with differentiated classes and methods for delivering and structuring selection with the school room. This sequence is a must-read for academics, directors, math coaches, distinctive schooling employees, and the other educator who needs to make sure that all youngsters are profitable beginners of arithmetic.

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Extra resources for Math For All: Differentiating Instruction, Grades K-2

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I know this will provide a challenge for these students at this time. When the class begins math workshop the following day, the teacher launches her plan. After the initial group meeting in which more ideas about figuring out how many squares are contained in a specific arrangement along with ways to notate these solutions are shared, most children move right into making more arrangements with squares. Before they leave the meeting area, the teacher asks four children to work specifically with her.

I couldn’t count each one,” explains Paul. “I did. There are eight,” claims Nicolita. “I got eight, too,” confirms Joey. The teacher asks if anyone else got eight and some hands rise in response. ” and shows the card again. She purposely does not confirm the answer as she wants the children to decide for themselves. While pointing to the bottom row Nicolita explains, “See there’s four here,” and then pointing to the top two groups of two explains, “and here’s four up here. ” asks the teacher. ” “Oh,” responds the teacher.

What do my students already know? What is my evidence of this? How can I build on their thinking? 3. How can I expand access to this task or idea? Have I thought about interests, learning styles, uses of language, cultures, and readiness? 4. How can I ensure that each student experiences challenge? 5. How can I scaffold learning to increase the likelihood of success? 6. In what different ways can my students demonstrate their new understanding? 7. Are there choices students can make? 8. How prepared am I to take on these challenges?

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